Students gravitate to books that most interest them, and sometimes their selections are in sync with their reading abilities. In a study, 62% of the books chosen by students were at their independent reading level. The rest were a mix of easier and more challenging texts—and according to research, this is not uncommon (Kragler & Nolley, 1996). Students tend to move across reading levels in a “yo-yo” pattern (Kragler, 2000). If, however, students are consistently choosing books above or below their reading level, guidance from a teacher is necessary (Willingham, 2015; Hairrell, Edmonds, Vaughn, & Simmons, 2010). Emerging independent readers in particular can benefit from teacher support, as they are just learning how to select books aligned to their interests and reading level. One small study of first graders found that students chose books that were too difficult for them roughly half of the time (Sewell, 2003). Teachers have a pivotal role in creating a positive independent reading experience by monitoring students’ book selections and, when necessary, steering them to books that fit both their interests and their reading abilities. Literacy experts redesigned a silent independent reading program for third graders with additional supports to aid their literacy development, including a weekly check-in meeting with their teacher (Reutzel, Jones, Fawson, & Smith, 2008). During the individual conferences, the teacher reviewed each student’s reading progress, asked questions about the book the student was reading, and provided feedback. At the end of the yearlong study, the researchers concluded that the scaffolded silent reading program was as effective as guided repeated oral reading in improving students’ reading skills. An effective independent-reading program also facilitates peer-to-peer feedback. Like adults, students value their friends’ book recommendations and are motivated to read by sharing books with one another (Edmunds & Bauserman, 2006). Allowing students to rate and review books validates their opinions and builds their self-confidence as readers.
SCHOLASTIC LITERACY PRO FOUNDATION PAPER 13
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